Okla. Admin. Code § 210:15-3-73

Current through Vol. 42, No. 8, January 2, 2025

Section 210:15-3-73 - Science standards for grade 3

(a)Physical Science. Standards for third (3rd) grade students from the domain of Physical Science address the following topics:

(1)Motion and stability: Forces and interactions.

(A)Performance expectation one (1). Plan and conduct investigations on the effects of balanced and unbalanced forces on the motion of an object.

(i)Clarification statement. Examples could include that an unbalanced force on one side of a ball can make it start moving and balanced forces pushing on a box from opposite sides will not produce any motion at all.

(ii)Assessment Boundary. Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.

(iii)Science and Engineering Practice.

(I)Planning and carrying out investigations. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.

(iv)Disciplinary Core Ideas.

(I) Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause change in the object's speed or direction of motion. (Boundary: Qualitative and conceptual, but quantitative addition of forces is not used at this level.)

(II) Objects in contact exert forces on each other.

(v)Crosscutting Concepts.

(I)Cause and effect. Cause and effect relationships are routinely identified.

(B)Performance expectation two (2). Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.

(i)Clarification statement. Examples of motion with a predictable pattern could include a child swinging in a swing (pendulum), an object rolling down a ramp from different heights, a ball rolling back and forth in a bowl, and two children on a see-saw.

(ii)Assessment Boundary. Assessment does not include technical terms such as period and frequency.

(iii)Science and Engineering Practice.

(I)Planning and carrying out investigations. Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon.

(iv)Disciplinary Core Ideas.

(I) The patterns of an object's motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)

(v)Crosscutting Concepts.

(I)Patterns. Patterns of change can be used to make predictions.

(C)Performance expectation three (3). Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

(i)Clarification statement. Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.

(ii)Assessment Boundary. Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.

(iii)Science and Engineering Practice.

(I)Asking questions. Ask questions that can be investigated based on patterns such as cause and effect relationships.

(iv)Disciplinary Core Ideas.

(I) Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The size of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.

(v)Crosscutting Concepts.

(I)Cause and effect. Cause and effect relationships are routinely identified, tested, and used to explain change.

(D)Performance expectation four (4).* Define a simple design problem that can be solved by applying scientific ideas about magnets.

(i)Clarification statement. Examples of problems could include a door that will not stay closed or two objects that keep colliding.

(ii)Assessment Boundary. (An assessment boundary is not applicable to this performance expectation.)

(iii)Science and Engineering Practice.

(I)Define problems. Define a simple problem that can be solved through the development of a new or improved object or tool.

(iv)Disciplinary Core Ideas.

(I) Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The size of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.

(II) Scientific discoveries about the natural world can often lead to new and improved technologies, which are developed through the engineering process.

(v)Crosscutting Concepts.

(I)Cause and effect. Cause and effect relationships are routinely identified, tested, and used to explain change. (Other crosscutting concepts may be more appropriate depending on the problem chosen.)

(b)Life Science. Standards for third (3rd) grade students from the domain of Life Science address the following topics:

(1)From molecules to organisms: Structures and processes.

(A)Performance expectation one (1). Develop and use models to describe that organisms have unique and diverse life cycles but all have a common pattern of birth, growth, reproduction, and death.

(i)Clarification statement. Changes different organisms go through during their life form a pattern. Organism life cycles that can be studied include mealworms, dandelions, lima beans, dogs, and butterflies.

(ii)Assessment Boundary. Assessment includes animal and plant life cycles. Plant life cycles are limited to those of flowering plants. Assessment does not include details of human reproduction or microscopic organisms.

(iii)Science and Engineering Practice.

(I)Developing and using models. Develop models to describe phenomena.

(iv)Disciplinary Core Ideas.

(I) Reproduction is essential to the continued existence of every kind of organism.

(II) Plants and animals have unique and diverse life cycles.

(v)Crosscutting Concepts.

(I)Patterns. Patterns of change can be used to make predictions.

(2)Ecosystems: Interactions, energy, and dynamics.

(A)Performance expectation one (1). Construct an argument that some animals form groups that help members survive.

(i)Clarification statement. Arguments could include examples of group behavior such as division of labor in a bee colony, flocks of birds staying together to confuse or intimidate predators, or wolves hunting in packs to more efficiently catch and kill prey. When animals are no longer part of the group, they may not survive as well.

(ii)Assessment Boundary. (An assessment boundary is not applicable to this performance expectation.)

(iii)Science and Engineering Practice.

(I) Construct an argument from evidence, data, and/or a model.

(iv)Disciplinary Core Ideas.

(I) Being part of a group helps animals obtain food, defend themselves, and cope with changes.

(II) Groups may serve different functions and vary dramatically in size.

(v)Crosscutting Concepts.

(I)Cause and effect. Cause and effect relationships are routinely used to explain change.

(3)Heredity: Inheritance and variation of traits.

(A)Performance expectation one (1). Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

(i)Clarification statement. Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.

(ii)Assessment Boundary. Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.

(iii)Science and Engineering Practice.

(I)Analyzing and interpreting data. Analyze and interpret data to make sense of phenomena using logical reasoning.

(iv)Disciplinary Core Ideas.

(I) Many characteristics of organisms are inherited from their parents.

(II) Different organisms vary in how they look and function because they have different inherited information.

(v)Crosscutting Concepts.

(I)Patterns. Similarities and differences in patterns can be used to sort and classify natural phenomena.

(B)Performance expectation two (2). Use evidence to support the explanation that traits can be influenced by the environment.

(i)Clarification statement. Examples of the environment affecting a trait could include that normally tall plants grown with insufficient water are stunted; a pet dog that is given too much food and little exercise may become overweight; and animals who teach their offspring skills like hunting.

(ii)Assessment Boundary. (An assessment boundary is not applicable to this performance expectation.)

(iii)Science and Engineering Practice.

(I) Constructing explanations. Use evidence (e.g., observations, patterns) to support and explanation.

(iv)Disciplinary Core Ideas.

(I) Other characteristics result from individuals' interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment.

(II) The environment also affects the traits that an organism develops.

(v)Crosscutting Concepts.

(I) Cause and effect. Cause and effect relationships are routinely identified and used to explain changes.

(4)Biological unity and diversity.

(A)Performance expectation one (1). Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

(i)Clarification statement. Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.

(ii)Assessment Boundary. Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.

(iii)Science and Engineering Practice.

(I)Analyzing and interpreting data. Analyze and interpret data to make sense of phenomena using logical reasoning.

(iv)Disciplinary Core Ideas.

(I) Some kinds of plants and animals that once lived on Earth are no longer found anywhere.

(II) Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments.

(v)Crosscutting Concepts.

(I)Scale, propensity, and quantity. Observable phenomena exist from very short to very long time periods.

(B)Performance expectation two (2). Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving and reproducing.

(i)Clarification statement. Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators, and animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.

(ii)Assessment Boundary. (An assessment boundary is not applicable to this performance expectation.)

(iii)Science and Engineering Practice.

(I)Constructing explanations. Use evidence (e.g., observations, patterns) to construct an explanation.

(iv)Disciplinary Core Ideas.

(I) Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing.

(v)Crosscutting Concepts.

(I)Cause and effect. Cause and effect relationships are routinely identified, tested, or used to explain change.

(C)Performance expectation three (3). Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. At no time should animals be put in danger to collect evidence.

(i)Clarification statement. Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.

(ii)Assessment Boundary. (An assessment boundary is not applicable to this performance expectation.)

(iii)Science and Engineering Practice.

(I)Engaging in argument from evidence. Construct an argument with evidence.

(iv)Disciplinary Core Ideas.

(I) For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.

(II) Changes in an organism's habitat are sometimes beneficial to it and sometimes harmful.

(v)Crosscutting Concepts.

(I)Cause and effect. Cause and effect relationships are routinely identified and used to explain change.

(D)Performance expectation four (4).* Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

(i)Clarification statement. Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.

(ii)Assessment Boundary. Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.

(iii)Science and Engineering Practice.

(I)Engaging in argument from evidence. Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

(iv)Disciplinary Core Ideas.

(I) When the environment changes in ways that affect a place's physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die.

(II) Populations live in a variety of habitats, and change in those habitats affects the organisms living there.

(v)Crosscutting Concepts.

(I) Systems and system models. A system can be described in terms of its components and their interactions.

(c)Earth and Space Science. Standards for third (3rd) grade students from the domain of Earth and Space Science address the following topics:

(1)Earth's systems.

(A)Performance expectation one (1). Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

(i)Clarification statement. Examples of data at this grade level could include average temperature, precipitation, and wind direction.

(ii)Assessment Boundary. Assessment of graphical displays is limited to frequency tables, line plots, pictographs, and single bar graphs. Students are not expected to calculate averages but simply to represent them in graphical form.

(iii)Science and Engineering Practice.

(I)Analyzing and interpreting data. Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships.

(iv)Disciplinary Core Ideas.

(I) Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next.

(v)Crosscutting Concepts.

(I)Patterns. Patterns of change can be used to make predictions.

(B)Performance expectation two (2). Obtain and combine information to describe climates in different regions of the world.

(i)Clarification statement. Information could include hours of daylight, amount of precipitation, temperature, seasons, and wind. Descriptions could include the use of frequency tables, line plots, pictographs, and single bar graphs. Climate data should include weather conditions over multiple years.

(ii)Assessment Boundary. Assessments do not include causes of seasons.

(iii)Science and Engineering Practice.

(I) Obtaining, evaluating, and communicating information. Obtain and combine information from books and other reliable media to explain phenomena.

(iv)Disciplinary Core Ideas.

(I) Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years to centuries.

(v)Crosscutting Concepts.

(I)Patterns. Patterns of change can be used to make predictions.

(2)Earth and human activity.

(A)Performance expectation one (1).* Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

(i)Clarification statement. Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind/hail resistant roofs/windows, textured walking surfaces for ice, tornado shelters and lighting rods. While earthquakes, volcanoes, and tsunamis are natural hazards they are not caused by weather phenomena.

(ii)Assessment Boundary. Assessments are limited to weather-related hazards only.

(iii)Science and Engineering Practice.

(I)Engaging in argument from evidence. Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

(iv)Disciplinary Core Ideas.

(I) A variety of natural hazards result from natural processes.

(II) Humans cannot eliminate natural hazards but can take steps to reduce their impact.

(III) Engineers improve existing technologies or develop new ones to increase their benefits (e.g., better artificial limbs), decrease known risks (e.g., seatbelts in cars), and meet societal demands (e.g., cell phones).

(v)Crosscutting Concepts.

(I) Cause and effect. Cause and effect relationships are routinely identified, tested, and used to explain change.

Okla. Admin. Code § 210:15-3-73

Added at 20 Ok Reg 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at 28 Ok Reg 2264, eff 7-25-11

Amended by Oklahoma Register, Volume 38, Issue 24, September 1, 2021, eff. 9/11/2021